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EDC 360B PreK Practicum for ECEand Leadership
Ballentine, Dana


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

EDC 360B PreK Practicum for ECE and Leadership

Semester

SP 2008 HO

Faculty

Ballentine, Dana

Title

Adjunct Faculty

Degrees/Certificates

B.A. Special Education/Recreation Ottawa University - Ottawa, KS
M.A. Curriculum and Instruction  University of Missouri  - Kansas City

Daytime Phone

(913) 642-4345

Other Phone

(913) 515-5117 - cell

E-Mail

Dana.Ballentine@park.edu

danaballentine@yahoo.com

Class Days

---W---

Class Time

TBA

Prerequisites

EDC 220  or EDC 222

Credit Hours

2


Textbook:
None

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
A supervised field experience in a PreK setting that supports the integration of teacher knowledge, skills, and dispositions necessary for working with young children, 3-5 years of age, and their families. The student is required to be in the PreK setting one full day a week during the semester (72 hours total). The practicum is coordinated with Phase II courses in the ECE Professional Curriculum. The student must be concurrently enrolled in EDC 359B Integrating the Curriculum: PreK (3 cr.) and must earn at least a "B" in the practicum to continue in the program. 0:2:2. Prerequisite: Admission to the School for Education

Educational Philosophy:
The instructor's educational philosophy is one of interactiveness through writings, observations, dialogs, internet and websites, helping students to integrate learning from EDC359B with a first hand, supervised field experience in a Pre-K classroom.  The setting in conjunction with reflective journals, as well as the projects and assignments from EDC359B provide the opportunity to assimilate teacher knowledge, skills and dispositions.

Learning Outcomes:
  Core Learning Outcomes

  1. Formulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with children and their families. (MoStep 1.2.9 EC 1.4 NAEYC 5d)
  2. Communicate respectfully with families from diverse cultural, linguistic, and socio-economic backgrounds to develop supportive relationships on behalf of their children. (MoSTEP 1.2.10 EC 3.2 NAEYC 2b)
  3. Communicate and work effectively with support staff, volunteers, colleagues, and other professionals. (MoSTEP 1.2.10 EC Competency 7.5 NAEYC 5c)
  4. Articulate and apply the NAEYC Code of Ethics in making professional decisions. (MoSTEP 1.2.9 EC 7.4 NAEYC 5b)


  Instructor Learning Outcomes
  1. Use developmental knowledge to create healthy, respectful, supportive and challenging learning environments (NAEYC 1; MoSTEP 1.2.1. 1.2.2. 1.2.3: Competency 2)
  2. Apply knowledge of child growth, development, and learning to teaching practice. (NAEYC 1c; MO-STEP 1.2.2, 1.2.3.)
  3. Support and empower families and communities through respectful, reciprocal relationships (NAEYC c; MO-STEP 1.2.10; ECE Competency 3.2 7.5).
  4. Plan learning environments and experiences that promote play as a context for supporting development, active learning, and constructin of knowledge (MO-STEP 1.1.1; ECE Competency 6.2, 6.3)
  5. Know, understand and use positive relationships and supportive interactions as the identity of each child, individuality, and special rights that make each child unique (NAEYC 4a: MO-STEP 1.2.1, 1.2.7; ECE Competency 5.1, 5.3)
  6. Know about and use observation, documentation and other appropriate assessment tools and approaches (NAEYC 3c; MO-STEP 1.2.8.1)
  7. Reflect on professional learnings. (NAEYC 5; Mo-STEP 1.2.9).
  8. Articulate and apply an educationally sound philosophy of early childhood education as a basis for making professional decisions when working with children and their families (MO-STEP 1.2.1, 1.2.9: ECE Competency 1.4)
Core Assessment:
Fieldwork Evaluation for Practicum

Class Assessment:
1.  Fieldwork Evaluation for Practicum - (50pts)


Student, cooperating teacher and practicum supervisor will meet twice together during the practicum period.  

During the first month of the practicum, at a joint conference, the student, cooperating teacher and practicum supervisor will meet to discuss student strengths and identify individual goals for the practicum and plans to meet these goals.  

During the last month of the Practicum, the student, cooperating teacher and practicum supervisor will meet again.  The cooperating teacher will provide feedback on the student's performance using the provided forms.  

Evaluations will be scheduled at a later date:  
1st evaluation during the first month of the practicum
2nd evaluation during the last month of the practicum
 

2.  Reflective Journal Writing: (Core Assignment - 10 Journals - 300 total pts)

Students will write a reflective journal made up of the following components:
1. More than 3 pages
2. Using Times New Roman 12 font
3. Double spaced
4. Using left alignment
5. Responding to each part of the question in essay form.

Each journal should be submitted by email to the practicum supervisor Dana.Ballentine@park.edu on the date that it is due.  
Each journal is worth 30 points.  






Grading:
Evaluations - 1st evaluation - 0 pts

                     2nd evaluation - 50 pts
 
Journal Writing -  10 journals - (30 pts each) - 300 pts 

350 Total Points
A = 315 - 350
B = 279 - 314
C = 243 - 278
D = 207 - 242
F = below 207


Late Submission of Course Materials:
All written papers should be submitted on time and should be saved for the purpose of revision.  You are allowed to revise three assignments if the grade is less than ninety three percent and submitted on time.  The due date for the revised papers is one week after being returned to students.   Late assignments will not be given full credit nor will rewrites be accepted.

Classroom Rules of Conduct:
1.  All students are required to follow the guidelines set forth in the Practicum Fieldwork Manual. 


2.  Contact the instructor at 913.642.4345 if you have an emergency.

3.  Plan ahead for all assignments.  Faulty technology will not be accepted as a reason for late assignments.

4.  Twenty percent of the total points for the paper may be deducted if the instructor accepts the paper as a late submission.

5.  It is the student's responsibility to contact the instructor prior to the due date if they do not understand the criteria for the assignments as explained.  Students must cite references using APA style within the contents of the paper.  Students should write papers in order to explain all information (assume that the reader does not understand the information presented).  This form of writing will enable the students to explain their ideas and understanding of content to the instructor.  Furthermore, this form will better enable students to explain ideas to family members of children with whom they will work in the future.

6.  Attendance:
The cooperating teacher and the practicum supervisor will work together to provide a schedule that is conducive to leaning.  The student is expected to report to practicum at the scheduled time.  It is the student's responsibility to make up any absences.  Students should be sure to call the host program or school if any absence or delay is necessary.  The student should fill out the attendance sheet, post it in the classroom and have it initialed by the cooperating teacher after each school visit.

7.  Telephones, Mobile Phones, and Messaging:
Participation in the practicum experience provides a student with the opportunity to begin entry in to the profession of teaching.  Attention in the classroom must be directed towards the children and families; it is inappropriate and disrespectful to use telephones, mobile phones, or messaging for any personal purpose other than an emergency.  

8.  Dress:
Dress should reflect a professional approach to teaching.  Students should check with the cooperating teacher to ensure that dress meets program/school policies.


Course Topic/Dates/Assignments:
Reflection Journal Topics/Questions

     1.  Define Developmentally Appropriate Practice and describe how the practicum school/program philosophy conforms to DAP.  How does the school's curriculum guide the learning taking place in the curriculum? (Is project work incorporated into the curriculum?)  React to how the image of the child is reflected in the interactions in the classroom and the activities presented to the children and how this image is related to DAP.  Finally, discuss how learning is assessed.  Due Fri., Feb 8
 
     2.  Describe the classroom learning centers in your classroom.  What does your cooperating teacher consider when setting up classroom environments?  Respond to how collaboration with others does or could take place during the planning process and how it can benefit both teacher and children.  Describe ways that the environments are or could be designed to be anti-biased and to address the needs of children with special needs. Due Friday, Feb. 15
 
     3.  Visit the school’s/classroom’s supply room and create a list of materials and supplies that are available in       
your classroom.  Add to the list any materials and supplies that you think would benefit the environments in the
classroom.  Reflect upon how these materials encourage growth and development (cognitive, social, representational, physical).  In what ways are the materials accurate, meaningful and relevant?  Identify places in the Kansas City Area in which to procure these materials inexpensively or free.  In what ways might families and the community be involved in the procurement of these materials?  Due Friday, Feb. 22
 
     4.  Describe any forms of technology that are used in your classroom/school.  Give examples of how they are or might be used in the classroom.  Consider how these, as well as any others that you can identify can aid in the learning processes of both children and professionals.  Identify ways that teachers and children might learn to use these different forms of technology.  Reflect upon how you think technology is an asset in the classroom setting. Due Friday,  Feb. 29
 
     5.  Observe and record an activity for at least 15 minutes.  Discuss your choice of recording the activity and why you think it is effective.  Upon review and based upon your observations, what hypotheses are you able to make regarding the children’s interests?  How will your hypotheses guide your planning as a teacher and help you decide what to offer the children next?  Identify the types of materials,and possible activities that might be offered to engage the children and to encourage their interests.  Consider both the group and also individual children.  Be sure to be mindful of children with special needs.  Due Friday, March 7
 
     6. Get your teacher’s perspective on parent relationships and parent-teacher conferences.  If allowed, sit in on a conference or other event involving parents and react to that.  (Some schools, teachers, and parents are happy to do this, and some are not.  Use good sense and remember confidentiality.)  What is important to consider when planning conferences.  Is there anything unique to the school that occurs in conferences?  Address what you found to be effective/ineffective.  Due Fri, Mar. 21  
    
    7.  Refer back to the list of strengths and goals that were identified in your first evaluation.  Reflect upon how these   strengths have helped you during your practicum experience.  What other strengths do you think that you have         developed?  How have you worked to reach the goals that were established?  Discuss how your relationships with the children, your cooperating teacher and the families have effected your growth and what you have learned about yourself.   Apply your reflections to the NAEYC Code of Ethical Conduct.  Due Fri, Mar. 28

   8. Talk to your cooperating teacher about the art of questioning children.  Why is it important and how is it                 cultivated?  Consider one learning environment in the classroom and describe an activity that takes place in that             area.  Include the dialog that takes place between teacher and child to encourage the child to think more deeply.  Reflect upon how questioning children helps you as a teacher to identify ways to proceed when using the project approach in the classroom.     Due Friday,  April 4

    9. Write a self-evaluation for the second activity you present in the classroom.  What do you think you did well?  What would you do differently next time?  React to any feedback you receive from children, peers, teachers, etc.  Were the instructional objectives of the activities generally met? What did you learn that surprised you?  Discuss the ways the activity impacted the children's learning.  Describe any adaptations that you made in your second activity because of your experience in the first.   Due Friday,  April 11

 10. Think about your practicum experience.  What did you find most difficult, most rewarding, most surprising, most relevant and irrelevant?  Give examples and consider how what you have experienced related to what you have learned in your Pre-K class.  Compare how this practicum experience differed or was similar to others that you have had.  How do you think that your experience will impact your next practicum, student teaching or teaching position?    Due Fri, April 18

Evaluation #1 will be scheduled during the first month of the practicum.  Student should submit the evaluation form and the dispositions form to the cooperating teacher on the first day of practicum. (February 6).

Evaluation #2 will be scheduled during the last month of the practicum.  Student should remind the cooperating teacher to bring the evaluation and disposition forms (filled out) to the evaluation.

Three observations will be done during the semester.  Dates will be determined after practicum placement is made.


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Undergraduate Catalog Page 85-86

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2007-2008 Undergraduate Catalog Page 85

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment.
  3. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  4. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  5. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  6. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  7. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2007-2008 Undergraduate Catalog Page 87-88

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


Attachments:
Pre-K Evaluation Form

Dispositions From

Journal Rubric

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:1/10/2008 12:35:52 PM